ArticleEuropean journal of dental education : official journal of the Association for Dental Education in Europe2026
Mind Mapping in Orthodontic Education: A Two-Cohort Action-Research Study Exploring the Impact of Feedback on Student Learning and Perception.
Article in European journal of dental education : official journal of the Association for Dental Education in Europe, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Preliminary Assessment of the Effect of a Flipped Classroom Combined with Mind Mapping on Learning Outcomes in Ultrasound Use in Animal Husbandry Education: A Comparison with Traditional Lecture-Based Learning Among Third-Year BS Students in China.Animals : an open access journal from MDPI · 2026Article
- Knowledge, Attitudes, and Perceptions Regarding Mind Mapping Among Undergraduate Respiratory Therapy Students in Saudi Arabia: A Cross-Sectional Study.Advances in medical education and practice · 2026Article
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Abstract
introductionMind mapping is a visual learning strategy that fosters critical thinking in health professions education, yet it remains underexplored in orthodontic curricula. With varying class sizes, increasing reliance on technology, and fragmented delivery of core orthodontic concepts, there is a need for pedagogical tools that support integrative and meaningful learning. This study evaluates how instructional support significantly impacts students' perceptions and learning gains when mind mapping is introduced in an undergraduate orthodontics course. MATERIALS AND
methodsAn opportunistic comparison action-research study was conducted with two student cohorts (n = 187). Cohort I received structured orientation, guided instruction, and individualised feedback on their mind maps, while Cohort II completed the activity independently due to limited faculty availability. A 14-item perception questionnaire was used to assess students' views of the mind mapping experience. Reliability testing (Cronbach's α), t-tests, ANOVA, and regression models examined the impact of instructional support and learning styles on student perceptions.
resultsThe perception scale demonstrated strong internal consistency (α = 0.81). Cohort I reported significantly higher scores in 11 out of 14 perception items. Regression analysis identified cohort membership as a significant predictor of students' ability to perceive "the big picture" and recognise inter-topic links, suggesting a positive effect of structured feedback. DISCUSSION: The findings align with literature on feedback-enhanced learning and highlight the value of guided visual tools in complex clinical domains. The differences between cohorts underscore the influence of faculty scaffolding on student engagement and conceptual integration.
conclusionWhen embedded within structured instructional guidance, proper scaffolding, and formative feedback, learning tools can support meaningful integration of orthodontic concepts, an increasingly important safeguard against fragmented surface learning, especially in the AI era.
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